Extrinsic and Intrinsic Motivation towards the Online Component of Blended Learning in Accounting Education: Evidence from a Malaysian Public University

Autor/inn/en	Liu, Tingting; Zainuddin, Suria
Titel	Extrinsic and Intrinsic Motivation towards the Online Component of Blended Learning in Accounting Education: Evidence from a Malaysian Public University
Quelle	In: Quality Assurance in Education: An International Perspective, 29 (2021) 2-3, S.293-310 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0968-4883
DOI	10.1108/QAE-12-2020-0152
Schlagwörter	Student Motivation; Online Courses; Blended Learning; Accounting; Business Administration Education; Foreign Countries; College Students; Predictor Variables; Factor Analysis; Malaysia + Suchen Sie Ihr Suchwort? Schulische Motivation; Online course; Online-Kurs; Abrechnung; Buchführung; Buchhaltung; Ausland; Collegestudent; Prädiktor; Faktorenanalyse
Abstract	Purpose: This study aims to explore the extrinsic and intrinsic motivational factors that affect accounting students' acceptance behaviour towards the online component of blended learning (OCBL) in the context of COVID-19. Design/methodology/approach: A sample of 354 accounting students from a Malaysian public university was selected. Confirmatory factor analysis, correlation and regression analysis and an independent sample t-test were used for data analysis. Findings: The results showed that the predictor motivational variables in this study affected the acceptance behaviour of the participants except for perceived ease of use. Moreover, perceived value appeared to be the most influential factor. The results also indicated that postgraduates tend to accept the OCBL more than undergraduates. Research limitations/implications: As the study participants were from only one public Malaysian university, generalisability is limited. In addition, this study only focussed on accounting students who were already enrolled in blended learning courses. Future studies could expand the population by considering those who have not signed up for such courses. Nevertheless, this study offers many theoretical and practical implications. Originality/value: This study contributes to the OCBL literature, especially in accounting education, which was affected by the COVID-19 pandemic. It also offers practical suggestions for educational institutions and technology system designers to expand on the usage of OCBL and improve users' acceptance of it. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01